有为而治与无为而治：学校管理的一对基本范畴

发布时间：2018-06-19 01:02

本文选题：学校管理 + 有为而治　；参考：《华中师范大学》2001年硕士论文

【摘要】： 学校管理的对象是人、财、物、事、时、空、信息。管理者就是如何组织、协调、控制好这几个因素，使之科学合理地运作，以顺利实现学校的管理目标和教育目标。因此，管理者既要研究在管理过程中起关键作用的教师，也要研究作为管理手段的管理体制、规章制度等，还要研究学校以教学为中心和各项具体工作的管理方法。 “有为而治”是法家倡导的治国方略，其核心是通过法令制度，以约束、规范、惩戒为手段的强制性管理。目前，学校教育思想的形成，规章制度、规划的制定和实施，教师的使用和培养，德育工作等方面宜采用“有为而治”；“无为而治”是道家的政治主张，其核心是不过多干涉管理对象，让被管理者发挥内在潜能而创造性地工作。学校的班子、教学、校园文化、人际关系等方面的管理宜采用“无为而治”。管理的根本目的在于提高工作的效率和质量。有为而治强调的是采用各种行政手段的约束、惩戒被管理者，使其按照管理者的意旨办事，当学校处于无序的状况下，这种管理方法能达到提高工作效率和质量的目的。但是，如果学校各方面都达到了规范、有序，仍采用此种方法，其管理思想显然是滞后的，其管理效果当然是不十分理想的。一般来说，，无论是个人或组织，当他们处于被约束地位时，难免会产生被动性和被约束感。在这种情况下，被管理者的积极性、创造性、主动性就相应受到压抑和削弱。而无为而治所强调的是，管理者不宜过多干涉管理对象，让被管理者各自在工作中发挥聪明才智和主观能动性，这样就能产生强大的激发功能，使潜藏于被管理者身上的巨大能量充分发挥出来。狼子创学校一流管是要有为而治和无为而治两者科学结合。其起码要具备以下条件：（1）管理者自身素质的全面提高。首先要具有良好的思想品德素质。第二要有广博的文化知识素质。第三要具有较强的能力素质。第四要具有健康的身体素质。第五要具有良好的个性心理素质。（2）教师群体的全面优化。（3）全新管理思想树立。（4）有一套严明的奖罚制度。
[Abstract]:The objects of school management are people, money, things, time, space, information. The manager is how to organize, coordinate and control these factors so that they can operate scientifically and reasonably. In order to achieve the school management goals and educational goals. Therefore, managers should not only study teachers who play a key role in the management process, but also study the management system, rules and regulations as a means of management. Also to study the school teaching as the center and the specific work of the management methods. "governing with actions" is a strategy advocated by Legalists, whose core is mandatory management by means of regulation, regulation and discipline. At present, the formation of school education thought, the rules and regulations, the formulation and implementation of rules and regulations, the use and cultivation of teachers, the moral education work and so on, should adopt "have the action but govern"; "governing without doing" is a political proposition of Taoism, the core of which is not to interfere too much with the object of management. Allow the manager to work creatively to develop his or her inner potential. The management of school team, teaching, campus culture, interpersonal relationship and so on should adopt "do nothing". The fundamental purpose of management is to improve the efficiency and quality of work. What is emphasized is the use of various administrative means to restrain and punish the managers so that they can act in accordance with the wishes of the managers. When the school is in a state of disorder, this management method can achieve the purpose of improving work efficiency and quality. However, if all aspects of the school are standardized and orderly, this method is still used. Its management thought obviously lags behind, its management effect is certainly not very ideal. Generally speaking, whether individuals or organizations, when they are in a constrained position, it is inevitable to create a sense of passivity and restraint. In this case, the product polarity, creativity and initiative of the manager are suppressed and weakened accordingly. What is emphasized by doing nothing is that managers should not interfere too much with the objects of management. Let the manager play his / her own intelligence and initiative in his work, so that he can have a powerful motivating function. Make the huge energy hidden in the management body full swing out. Wolfson to create the first-class school management is to do and treat the two scientific combination. At least it must have the following conditions: 1) the overall improvement of the quality of managers themselves. First of all, we must have good ideological and moral qualities. Second, we must have a wide range of cultural and intellectual quality. Third, we must have a strong ability and quality. Fourth, we should have healthy physical quality. Fifth, to have good personality psychological quality. 2) the overall optimization of teachers. There is a strict system of rewards and punishments.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2001
【分类号】：G471

【共引文献】